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Session Type: Symposium
Measures of ability are constituted by definitions of what counts as knowledge. Dominant views of education relying on narrow definitions of literacy across English and STEM fields, discount students’ experiences of schooling as evidence of the (in)effectiveness of these curricular approaches. Crucial to those traditionally underserved (namely Black girls/youth) this symposium centers the voices of students, using intersectional research frameworks. Our findings reveal constraining definitions of curricular knowledge across English and STEM education classrooms at the elementary and secondary levels. This symposium reconceptualizes curriculum and instruction as not simply learning to be "competent," but creating opportunities for equitable transactions where the knowledge, epistemologies, interests, and literary and scientific identities of Black youth are recognized, activated, and developed.
"It's Basically Trading Reads for Likes": Black Adolescent Females Writing Across Classroom and Online Contexts - Heather Hill, Ithaca College
"Science Is Adventure": Using Personal Narratives to Redefine Science and Understand the Science Identities of Elementary Students of Color - Terrance Burgess, Syracuse University
Exploring a "State-Critical" STEM Educational Literacy - Jamie Teeple